Currently browsing: Applied Linguistics and Literacies Research Group Research Group

Lewis, Tim; Rienties, Bart and Rets, Irina (2023). Communication, Metacommunication and Intercultural Effectiveness in Virtual Exchange. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. (2022). Multilingual Education in South Asia: At the Intersection of Policy and Practice. Oxford: Routledge.

Batsila, Marianthi and Shrestha, Prithvi (2022). Business English needs and secondary vocational business English: the case of Greek workplaces. Business and Professional Communication Quarterly, 85(3) pp. 247–278.

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Berry, Margaret and Mukherjee, Sarah Jane (2022). Exchange Structure: Refinements to the model through a study of multiparty discourse of 4 to 5 year-old children. Functions of Language, 29(3) pp. 253–273.

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Cantarutti, Marina and Marquez Reiter, Rosina (2022). “What have you done?”: Accounting for Covid-19 lockdown breaches on talk radio. Discourse, Context and Media (In press).

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Curry, Mary Jane and Lillis, Theresa (2022). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching (Early Access).

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Dawadi, Saraswati; Giri, Ram Ashish and Simkhada, Padam (2022). Impact of COVID-19 on the education sector in Nepal: Challenges and coping strategies. Sage Preprint (In press).

Giaxoglou, Korina (2022). Affective positioning in hyper-mourning: sharers as tellers, co-tellers and witnesses. Conjunctions. Transdisciplinary Journal of Cultural Participation (In press).

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Giaxoglou, Korina (2022). Μικρές ιστορίες θρήνου και μνήμης στο διαδίκτυο
(Small stories of mourning and remembrance in online contexts). In: Kakavoulia, Maria and Politis, Periklis eds. ΑΦΗΓΗΣΗ: ΜΙΑ ΠΟΛΥΕΠΙΣΤΗΜΟΝΙΚΗ ΘΕΩΡΗΣΗ [Narrative: An interdisciplinary approach]. Athens: Gutenberg, (In press).

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Hubscher-Davidson, Severine (2022). Invited research seminar: ‘Improving the Emotional Intelligence of Translators with a Training Intervention’, Research Seminar Series, University of Newcastle. In: Research Seminar Series, University of Newcastle, Feb 2022.

Hubscher-Davidson, Severine (2022). Invited Panellist: ‘Multilingualism and COVID-19: Lessons Learned and Looking Forward’, Symposium organised by the Study Group on Language and the UN. In: Symposium organised by the Study Group on Language and the UN, 3-4 May 2022.

Lillis, Theresa and Curry, Mary Jane (2022). The dynamics of academic knowledge making in a multilingual world: chronotypes of production. Journal of English for Research and Publication Purposes (In press).

Lillis, Theresa; Twiner, Alison; Balkow, Michael; Lucas, Gillian; Smith, Miriam and Leedham, Maria (2022). Reflections on the procedural and practical ethics in researching professional social work writing. Journal of Applied Linguistics and Professional Practice (In Press).

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Põldvere, Nele; De Felice, Rachele and Paradis, Carita (2022). Advice in Conversation: Corpus Pragmatics Meets Mixed Methods. Elements in Pragmatics. Cambridge: Cambridge University Press.

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Porsché, Yannik; Scholz, Ronny and Singh, Jaspal eds. (2022). Institutionality: Studies of Discursive and Material (Re-)ordering. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan.

Shrestha, Prithvi (2022). Examining evaluative language used in assessment feedback on business students’ academic writing. Assessing Writing, 54, article no. 100664.

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Shrestha, Prithvi (2022). Primary English language teaching in Bangladesh: classroom practices and teacher identities. In: Zein, Subhan and Butler, Yuko Goto eds. Teaching English to Young Learners in Asia: Challenges and Directions for Teacher Education. The Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

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Shrestha, Prithvi and Gautam, Ganga Ram (2022). English language teaching, learning and assessment in Nepal: Policies and practices in the school education system. Kathmandu: British Council.

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Singh, Jaspal and Campbell, Cameron (2022). The Enregisterment of Esh in Global Beatboxing Culture. Journal of Linguistic Anthropology, 32(2) pp. 408–430.

Smirnova, Natalia and Lillis, Theresa (2022). Citation in global academic knowledge making: A paired text history methodology for studying citation practices in English and Russian. Journal of English for Research Publication Purposes, 3(1) pp. 78–108.

Tuck, Jackie (2022). Academic literacies: Theorizing language as social practice. In: Ding, A. and Evans, M. eds. Social Theory for English for Academic Purposes: Foundations and Perspectives. New Perspectives on EAP. London: Bloomsbury, pp. 39–58.

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Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Timothy (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of Higher Quality Education. Routledge.

Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

Cantarutti, Marina (2021). Co-animation and the multimodal management of contextualisation problems when jointly “doing being” others. Social Interaction. Video Studies of Human Sociality., 4(4) (In press).

Dimova, Slobodanka; Hultgren, Anna Kristina and Kling, Joyce (2021). Englishization in Danish higher education: From critical to constructive conceptualizations. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 143–162.

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Giaxoglou, Korina (2021). Mobilizing stories of illness in digital contexts: a critical approach to narrative, voice and visibility. Poetics Today, 43(2) pp. 287–308.

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Hubscher-Davidson, Severine (2021). Threlford Memorial Lecture: Psychological Capital and Sustainability in the Language Professions. In: CIOL Online Conference 2021, 11-13 Mar 2021, [Online].

Hubscher-Davidson, Severine (2021). “We are not robots”: On developing the emotional intelligence of translators. In: 7th International Conference on Cognitive Research on Translation and Interpreting, Jun 2021, Durham University, Wuhan University of Technology, and Macau University.

Hubscher-Davidson, Severine (2021). Emotions and the Translation Professions (Organiser & Chair). In: International Online Symposium Emotions and the Translation Professions, May 2021, The Open University.

Hubscher-Davidson, Severine (2021). Psychological capital and well-being in the translation professions. In: 7th IATIS Conference, 14-17 Sep 2021, Barcelona, Spain.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2021). Creating a corpus of sensitive and hard-to-access texts: Methodological challenges and ethical concerns in the building of the WiSP corpus. Journal of Applied Corpus Linguistics, 1(3)

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Lillis, Theresa (2021). Prefacio. Herramientas para construir una pedagogía inclusiva de la escritura. In: Navarro, Federico ed. Escritura e inclusión en la universidad. Herramientas para docentes. Santiago, Chile: Editorial Universitaria, pp. 19–44.

Singh, Jaspal (2021). Commentary: Epistemological Positionalities. Applied Linguistics, 42(6) pp. 1168–1175.

Dawadi, Saraswati (2020). High-stakes test impact on student motivation to learn. European Journal of Educational & Social Sciences, 5(2) pp. 59–71.

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Hubscher-Davidson, Severine (2020). Lockdown Teaching, or What Online Teaching is not About. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Hubscher-Davidson, Severine (2020). Language, Health, and Psychology: Exploring the Links. In: Research Seminar Series, University of Coventry, Nov 2020.

Hubscher-Davidson, Severine (2020). Translation as Disturbance: Emotion Management for a Sustainable Profession. In: Translation as Disturbance: Emotion Management for a Sustainable Profession, 18 Nov 2020, [Online].

Hubscher-Davidson, Severine (2020). Designing an experimental training intervention to improve the emotional intelligence of translators. In: 7th CATIC Conference, UCL, 17 Jul - 20 Jul 2021, London, UK.

Pacini, A. M. and Shrestha, P. (2020). Mental Health Interventions for Schools in Nepal: A Scoping Review Protocol. Centre for Open Science Repository.

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Dawadi, Saraswati (2019). Students’ and parents’ attitudes towards the SEE English test. Journal of NELTA, 24(1-2) pp. 1–16.

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Hubscher-Davidson, Severine (2019). When ‘living translation’ causes ethical stress. In: 9th European Society for Translation Studies (EST) Congress, 9-13 Sep 2019, Stellenbosch, South Africa.

Murphy, M. Lynne and De Felice, Rachele (2019). Routine politeness in American and British English requests: use and non-use of please. Journal of Politeness Research, 15(1) pp. 77–100.

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Singh, Jaspal and Bartlett, Tom (2018). Negotiating sustainability across scales: Community organizing in the Outer Hebrides. AILA Review, 30 pp. 50–71.

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Dawadi, Saraswati (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational & Social Sciences, 2(2) pp. 42–55.

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Singh, Jaspal; Cserzo, Dorottya and Kantara, Argyro eds. (2016). Downscaling Culture: Revisiting Intercultural Communication. Newcastle upon Tyne: Cambridge Scholars.

Dawadi, Saraswati (2014). Mediation in classroom interaction. Journal of NELTA, 19(1-2) pp. 47–55.

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Monaghan, Frank (1999). Defining a Role: The EAL Teacher in Maths. NALDIC, Reading.

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